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How Governance of K-12 Education Influences Policy Outputs and Student Outcomes in the United States

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Abstract:

Even though K-12 education policy has become an increasingly salient topic in the United States, few individuals understand the diverse arrangements states have devised to govern America's schools. Describing that variability and then using it to explain student academic success and state policy production is this paper’s empirical goal. That focus provides a new test of institutional theories of executive power in policy networks, which predict that more powerful executives in less fragmented networks are likely to produce desirable outputs and outcomes. The results strongly suggest that states perform better when governors are empowered to appoint leaders of state education agencies, but that performance wanes if governors can appoint agency leaders and members of state education boards. The results are more mixed regarding education finances, where fragmentation has inconsistent impacts on student academic success, but does appear to attenuate effective policy production.

Most Common Document Word Stems:

state (244), educ (112), polici (90), govern (88), governor (72), student (71), institut (67), board (58), chief (47), network (47), feder (45), result (42), appoint (41), model (37), sea (33), percent (33), polit (32), qualiti (31), perform (31), revenu (30), variabl (29),

Author's Keywords:

institutions, education, states, governance, federalism
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Name: American Political Science Association
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MLA Citation:

Manna, Paul. "How Governance of K-12 Education Influences Policy Outputs and Student Outcomes in the United States" Paper presented at the annual meeting of the American Political Science Association, Marriott, Loews Philadelphia, and the Pennsylvania Convention Center, Philadelphia, PA, Aug 31, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p152048_index.html>

APA Citation:

Manna, P. , 2006-08-31 "How Governance of K-12 Education Influences Policy Outputs and Student Outcomes in the United States" Paper presented at the annual meeting of the American Political Science Association, Marriott, Loews Philadelphia, and the Pennsylvania Convention Center, Philadelphia, PA Online <APPLICATION/PDF>. 2013-12-16 from http://citation.allacademic.com/meta/p152048_index.html

Publication Type: Proceeding
Abstract: Even though K-12 education policy has become an increasingly salient topic in the United States, few individuals understand the diverse arrangements states have devised to govern America's schools. Describing that variability and then using it to explain student academic success and state policy production is this paper’s empirical goal. That focus provides a new test of institutional theories of executive power in policy networks, which predict that more powerful executives in less fragmented networks are likely to produce desirable outputs and outcomes. The results strongly suggest that states perform better when governors are empowered to appoint leaders of state education agencies, but that performance wanes if governors can appoint agency leaders and members of state education boards. The results are more mixed regarding education finances, where fragmentation has inconsistent impacts on student academic success, but does appear to attenuate effective policy production.

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Associated Document Available American Political Science Association

Document Type: application/pdf
Page count: 21
Word count: 8721
Text sample:
How governance of K-12 education influences policy outputs and student outcomes in the United States Paul Manna Assistant Professor Department of Government Thomas Jefferson Program in Public Policy College of William and Mary http://faculty.wm.edu/pmanna/ pmanna@wm.edu tel: 757-221-3024 ABSTRACT: Even though K-12 education policy has become an increasingly salient topic in the United States few individuals understand the diverse arrangements states have devised to govern America's schools. Describing that variability and then using it to explain student academic success and
0.19 0.20 F (all p<.01) 5.17 13.68 N 346 350 Note: +p<.10 *p<.05 **p<.01. The dependent variable for each model is the Quality Counts index rating state standards and accountability policy and state teacher policy from high (100) to low (0) quality from 1997 to 2004. “SEA” sands for state education agency. Table reports least squares regression coefficients with robust standard errors clustered by state in parenthesis. Models run in Stata SE version 9. 21


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